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Emotional Intelligence and Self-Efficacy of Physical Education Teachers

manage actions required to achieve specific goals. This concept, rooted in
Bandura’s social cognitive theory, suggests that human achievement de-
pends on the interactions between a person’s behaviour, individual factors
(such as beliefs), and environmental conditions (Bandura, 1997). In the con-
textofteaching,SEreferstoateacher’sbeliefintheirabilitytopositivelyinflu-
ence students’ achievement and facilitate the acquisition of new knowledge
(Woolfolk Hoy & Spero, 2005). Research indicates that teacher SE is positively
associated with various aspects of teaching, including motivating students,
managing the classroom, and regulating student behaviour (Stephanou et
al., 2013). Teachers who possess high SE are more receptive to new ideas and
teaching methods, demonstrate greater levels of planning and organization,
approach their students’ mistakes in a more constructive manner, and show
increased perseverance in problem-solving (Lazarides & Warner, 2020). Addi-
tionally, higher levels of SE in teachers are linked to increased job satisfaction
and greater engagement in their teaching roles (Han & Wang, 2021).
Teacher SE is a crucial factor in the teaching profession. It is influenced by
individual characteristics such as personality and social-emotional skills, as
well as work environment factors like experience, school size, climate, and
social support (Fackler & Malmberg, 2016).

Relationship between Emotional Intelligence and Self-Efficacy
Some recent studies report a positive relationship between EI and teacher SE.
In a study with Portuguese primary and secondary school teachers, Valente
et al. (2020) reported that higher EI of teachers was related to more effec-
tive classroom management, instructional strategies, and student engage-
ment. Two studies conducted on foreign language teachers in Iran (Deng et
al., 2022) and in Croatia (Kostić-Bobanović, 2020) revealed that teachers who
manage emotions well are more likely to feel competent and confident in
teaching. These findings confirm the assumption that teacher training in EI
is crucial, as it can lead to positive professional and organizational changes
in teachers’ work (Dolev & Leshem, 2016).
There is limited research exploring EI and SE among PE teachers, particu-
larly in the context of Slovenia. PE teachers play a key role in education by ad-
dressing the exercise needs of children and adolescents, promoting optimal
motor development, and encouraging students to adopt healthy lifestyles
(Lohmann et al., 2023). It is essential for PE teachers to develop positive at-
titudes toward their students and to create innovative, engaging learning
environments that increase student motivation and facilitate the acquisition
of new skills. Establishing a supportive, respectful, and inclusive classroom

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